Family and Friends Special Edition Grade – Unit 5: He’s happy! Lesson One Words Objectives   To learn feeling words To practice feeling words in the form of a chant Language   Language focus: reading, listening Vocabulary: happy, sad, hungry, thirsty, hot, cold Resources and materials       Student Book p 36 Workbook p 36 Audio Tracks 59–60 Flashcards 21–26, 27–32 Stickers Worksheet 1: Word scramble (one per pair) Introduction Weather report: Ask the class about today’s weather Song: Play the Hello song (Track 01) to introduce the lesson and for children to sing along Warmer: Snap!     Use Flashcards 21–26 to review the vocabulary from the previous unit Write one of the items from the vocabulary set on the board, e.g., mom Say the word out loud Put the flashcards in a pile and hold them up so that the children can only see the facing card Reveal the cards one at a time by putting the front card in back When children see the card for mom, they shout Snap! Repeat with the rest of the words in the set Lead-in    Use Flashcards 27–32 to introduce the vocabulary for this lesson Hold them up one at a time and say the words for children to repeat in chorus Give the flashcards to six children They take turns standing up and showing their card for the class to shout out the word Presentation Listen, point, and repeat (Exercise 1)      Say Open your books and model the action for children to copy Point to the feeling pictures Play the first part of the recording (Track 59, Listen and point) Hold up your book and point to the pictures in time with the audio Children listen and point to the appropriate pictures Play the second part of the recording (Track 59, Listen and repeat) for children to repeat the words in chorus Play the recording all the way through for children to point to the pictures and repeat the words Hold up the flashcards one at a time and ask individual children to say the words Transcript (Track 59) Listen and point happy, sad, hungry, thirsty, hot, cold sad, hungry, cold, thirsty, hot, happy Listen and repeat happy, sad, hungry, thirsty, hot, cold Match the opposites (Optional activity 1)   Use Flashcards 27–32 to practice opposite words: happy/sad, hungry/thirsty, hot/cold Hold up the card pairs and say the words Put the card pairs on the board Practice them with the class © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 5: He’s happy!  Turn over all of the cards Then turn over one of the cards in each pair so that only one card is visible Elicit the words from the class until all the cards are visible Listen and chant (Exercise 2)      Play the recording (Track 60) for children to listen to the chant Hold up your book and point to the pictures as you hear them Play the chant a second time for children to say the words Demonstrate an action for each word: happy (wave arms in the air), sad (mime crying), hungry (rub tummy), thirsty (mime drinking), hot (fan your face), cold (shiver) Divide the class into groups of six Give each group a line from the chant Say the chant with the class and the actions for children to copy Each group says their line and does the correct action in time with the audio Transcript (Track 60) Listen and chant happy, happy sad, sad hungry, hungry thirsty, thirsty hot, hot cold, cold Chant the opposites (Optional activity 2)   Play the chant again (Track 60) Pause the recording at every alternate line and elicit the words from the children Remind them that the words will be the opposite of the words in the previous line Use flashcards if necessary Development Point and say Stick the stickers (Exercise 3)      Hold up your book and point to the picture Point to Billy and say happy Point to each family member one at a time and say the appropriate feeling words for each character Repeat and encourage the children to point to the pictures and say the words with you in chorus Say Let’s stick the stickers Take the happy sticker and show it to the class Place it on the caption box and say happy Tell children that Billy is happy because he’s just learned to walk Children copy you and place all the stickers in the correct caption boxes Monitor and help where needed Consolidation Word chain (Optional activity 3)    Put the flashcards on the board in a sequence, e.g., hot, cold, happy, sad, thirsty, hungry Have the class repeat the sequence Remove one flashcard The class repeats the sequence including the missing word Remove one more flashcard each time, until children are saying the whole sequence from memory Worksheet 1: Word scramble      Hand out the worksheet, one to each pair of children Ask children to look at the worksheet and work in pairs to make words from the lesson with the scrambled letters If you think children need extra support, you can write the words on the board or display Flashcards 17–32 for children to refer to When they have finished, they can color the pictures Check the answers with the class Exercises: Workbook p 36 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 5: He’s happy! Worksheet 1: Word scramble Unscramble the letters to make words pphay _ _ _ _ _ dsa _ _ _ lodc _ _ _ _ oht _ sityhtr _ _ _ _ _ _ _ gnuhyr _ _ _ _ _ _ © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 5: He’s happy! Lesson Two Grammar and song Objectives   To say the sentences He’s (happy) She’s (hungry) To sing a song Language     Language focus: listening, speaking, writing Vocabulary: He’s (happy) She’s (hungry) Extra vocabulary: happy as can be Review: boy, girl, happy, sad, hungry, thirsty Resources and materials       Student Book p 37 Workbook p 37 Audio Tracks 60, 61–62 Flashcards 27–32 Phonics cards (Bb boy), 13 (Gg girl) A sheet of paper for each child (optional) Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer: Musical cards     Play lively music or the chant from the previous lesson (Track 60) Hand out Flashcards 27–32 to different children around the class They pass the cards to children next to them while the music is playing Stop the music suddenly Ask the children who are holding cards What is the feeling? to elicit the words Play the music and continue in this way Lead-in   Put Flashcards 27–32 on the board Point to each one, one at a time, and say the word Then point to the cards and a mime for each one Put the cards face down on the table Choose a card one at a time and mime the word for the class Children shout out the word Presentation Listen and repeat (Exercise 1)      Draw a smiley face on the board Point to it and say He’s happy Draw another smiley face with long hair and say She’s happy Repeat until children understand the difference between He’s and She’s Put Flashcard 27 on the board Point to the flashcard and elicit She’s happy Play the recording (Track 61) and say the words in time with the audio Play the recording again for children to repeat the words in chorus Repeat and practice with all the flashcards Transcript (Track 61) Listen and repeat He’s happy She’s hungry Draw happy or sad (Optional activity 1)   Use Phonics card (/b/ boy) and 13 (/g/ girl) to review He’s and She’s Point to each card one at a time and say He’s a boy She’s a girl The children repeat in chorus Give each child a sheet of paper Ask them to draw a picture of a smiley face or a sad face Tell them to draw a big face so that it fills the page © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 5: He’s happy! Children take turns standing up and holding their picture in front of their face The rest of the class shouts He’s / She’s happy or He’s / She’s sad Monitor and make sure they use He’s and She’s correctly Listen and sing (Exercise 2)      Hold up the book and point to the pictures Play the recording (Track 62) all the way through Children listen as you sing along Repeat the mimes you did in Lesson when you said the feeling words Play the recording again As you sing, hold up Flashcards 27–30 and the actions Play the recording again for the children to sing the song and the actions Play the recording once again, stopping after each verse Ask children to locate the people in the pictures for each verse Transcript (Track 62) Listen and sing Happy! Happy! Look at the boy He’s happy Happy! Happy! Happy as can be Sad! Sad! Look at the girl She’s sad Sad! Sad! Sad as can be Hungry! Hungry! Look at the boy He’s hungry Hungry! Hungry! Hungry as can be Thirsty! Thirsty! Look at the girl She’s thirsty Thirsty! Thirsty! Thirsty as can be Sing your part (Optional activity 2)   Divide the class into four groups Give each group a verse to sing Give one child in each group one of the flashcards (Flashcards 27–30) Play the recording again (Track 62) Each group sings their verse and the child in the group holds up the flashcard when they sing the verse Development Point and say the differences (Exercise 3)     Hold up your book and point to the two pictures Point to the girl in the red shirt in picture and say She’s sad Point to the same girl in picture and say She’s happy Repeat and encourage the children to repeat in chorus Point to the man with the hat in picture and say He’s thirsty Point to the girl in picture and say She’s thirsty Point to the pictures one at a time and say the differences Encourage the children to speak in chorus with you Answers The woman in the green shirt is happy in picture She’s sad in picture The man in the white shirt is sad in picture He’s happy in picture The man with the hat is thirsty in picture The girl with the green shirt is thirsty in picture The woman with the orange shirt is sad in picture She’s happy in picture © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 5: He’s happy! The girl with the red shirt is sad in picture She’s happy in picture The girl with the blue dress is cold in picture She’s hot in picture The boy with the red shirt is hungry in picture He’s happy in picture Mime it! (Optional activity 3)     Display Flashcards 27–32 on the board Ask children to work in pairs The first child chooses one word and mimes it, e.g., smiling and dancing for happy The second child guesses the words and says, e.g., He’s/She’s happy Children then switch roles Children continue playing with other feeling words Consolidation Let’s Practice!     Ask students to look at the picture and speech bubble Have two students demonstrate the question in the speech bubble and the answer in the picture Have students work in pairs to ask and answer the question Tell them to use other vocabulary words from Lesson You may want to give each student a piece of paper to draw a picture of someone with one of the feelings Have them share their pictures in pairs or groups, saying He’s/She’s (cold) Exercises: Workbook p 37 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 5: He’s happy! Lesson Three Sounds and letters Objectives   To recognize the uppercase and lowercase forms of the letter m and associate them with the sound /m/ To pronounce the sound /m/ Language    Language focus: listening, speaking Vocabulary: man, mango Extra vocabulary: eats Resources and materials       Student Book p 38 Workbook p 38 Audio Track 63–64 Flashcards 27–32 Phonics cards 25–26 Stickers Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer: Listen, point, and say    Place Flashcards 27–32 around the classroom Call out a vocabulary word, e.g., hungry The children point to the correct flashcard as quickly as possible Alternatively, play the chant from Lesson (Track 60) Children point to the correct flashcard when they hear the word Now point to the flashcard The children say the word Lead-in     Draw dotted outlines of uppercase M and lowercase m on the board Facing the board, draw the letters in the air as you say the sound /m/ Children draw the letters in the air with you Then connect the dotted lines on the board and complete M and m Draw more dotted examples on the board and ask children to come to the board to connect the dots Presentation Listen, trace, and point Repeat (Exercise 1)       Say Open your books and model the action for children to copy Play the first part of the recording (Track 63, Listen, trace, and point) for children to listen to the letter sound /m/ Point to the M and trace the letter with your finger Children trace the letter with their finger in their books Point to the m and trace the letter with your finger Children trace the letter with their finger in their books (pause the recording while they trace, if necessary) Then listen and point to the words man and mango Play the second part of the recording (Track 63, Listen and repeat) and have children repeat in chorus Transcript (Track 63) Listen, trace, and point /m/ /m/ man /m/ mango Listen and repeat /m/ /m/ man /m/ mango © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 5: He’s happy! Listen and chant (Exercise 2)       Hold up your book and point to the picture of the man eating a mango Say A man eats a mango Point to each word and say the sentence again Encourage the class to repeat in chorus Play the recording (Track 64) for children to listen to the chant Put Phonics card 25 (/m/ man) and 26 (/m/ mango) in different places around the room Play the chant again for children to point to the cards as they hear the words Play the chant again, pausing after each line for children to repeat Play the chant once more all the way through for children to repeat as they listen Transcript (Track 64) Listen and chant A man eats a mango /m/, /m/, /m/ A man eats a mango /m/, /m/, /m/ mango, mango man, man, man A man eats a mango /m/, /m/, /m/ Stick Then circle and say (Exercise 3)      Hold up your book and point to the picture of the man holding the mango Point to the lowercase m and elicit /m/ Say Let’s stick the sticker Hold up the m sticker and encourage children to place it on their books in the correct position Then point to the m in man say Circle /m/ Circle the m with your finger as you say the word circle Point and say /m/ – man Children repeat in chorus Repeat with mango Give children enough time to draw a circle around the letter Tap the sound (Optional activity 1)  Play the recording again (Track 64) When the children hear the /m/ sound they tap their desks Consolidation Connect the letter Mm Help the man find the mango (Exercise 4)      Point to the picture of the man on the left side of the page and the picture of the mango on the right Point to the example line Say Connect the letter m Trace the line from the man to the letter M with your finger Point to the next letter m in the middle line and continue tracing the line with your finger Children find the letters M and m and connect them with a continuous line until they reach the picture of the mango Monitor and help where needed Answers M, m, M, m, M, m Quick flash (Optional activity 2)   Use the flashcards from the unit so far and any other vocabulary cards that you want to review Show each card very quickly and then hide it again Ask the class to call out the words Exercises: Workbook p 38 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 5: He’s happy! Lesson Four Numbers Objectives   To learn the numbers 11 and 12 To learn the number words eleven and twelve Language     Language focus: listening, speaking Vocabulary: 11, 12, eleven, twelve Review: 1–10, count, girls, boys, hungry, thirsty Extra vocabulary: Who’s (hungry)? sandwiches, bottles Resources and materials     Student Book p 39 Workbook p 39 Audio Tracks 65–66 Worksheet 2: Add it up! (one per pair) Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer    Write numbers to 10 on the board Count them in sequence and encourage the class to count with you Point to the numbers at random for children to call out the words Ask individual children to come to the board to point to the numbers for the rest of the class Lead-in   Write numbers to 10 on the board Count the numbers with the class Add 11 and 12 to the list Point to each number and model the words for children to repeat Draw dotted outlines of the numbers 11 and 12 on the board and demonstrate how to write them Children draw the numbers in the air Presentation Listen, trace, and repeat (Exercise 1)        Say Open your books and model the action for children to copy Play the recording (Track 65) and point to numbers 11 and 12 as you hear the words Clap in time with the audio Trace the number 11 with your finger Children trace the number 11 with their finger in their books Encourage the children to point at the sandwiches as they hear the munching sounds on the recording after 11 Trace the number 12 with your finger Children trace the number 12 with their finger in their books Encourage the children to point at the bottles as they hear the gulping sounds on the recording after 12 Play the recording again Point to the numbers one at a time and say 11, 12 Children repeat in chorus Transcript (Track 65) Listen, trace, and repeat 11 12 Play one, two, and three (Optional activity 1)      Play this game to review the numbers to 12 Start by counting 1–12 with the class in chorus When you reach 12, start again from the beginning but count in twos When you reach 12 again, start again from the beginning but count in threes Finish by counting one more time from to 12 © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 5: He’s happy! Development Point and sing (Exercise 2)      Point to the picture of the sandwiches Say Let’s count the sandwiches Encourage the children to count with you Point to the picture of the bottles Say Let’s count the bottles Encourage the children to count with you Play the recording (Track 66) all the way through for children to listen Encourage them to clap and count in time with the audio Sing the words of the song with the class without the music Sing each line and ask children to repeat Play the recording again for the children to sing the song Transcript (Track 66) Point and sing Who’s hungry? Who’s hungry? Let’s count! 1, 2, 3, 5, 6, 7, 9, 10, 11 11 11 11! Who’s thirsty? Who’s thirsty? Let’s count! 1, 2, 3, 5, 6, 7, 9, 10, 11, 12 12 12 12! Mime it! (Optional activity 2)    Divide the class into two groups of boys and girls Give the boys the first verse to sing and the girls the second verse Play the song again Each group sings their own verse Boys rub their tummies when they say hungry and girls mime drinking a glass of water when they say thirsty Finish with the whole class singing the complete song Count and add (Exercise 3)         Hold up your book and point to the first group of eggs Say How many? Count the eggs Encourage the class to count them with you Say seven Trace the number with your finger Give children time to trace the number with a pencil or crayon Count the second group of eggs Encourage the class to count them with you Say five Point the box and write the number in the book Give children time to write the number with a pencil or crayon If necessary, write the number on the board for children to copy Demonstrate how to add and by counting on your fingers or point to each eggs one at a time and count them all Encourage the children to count with you Point to the box and write the number 12 Give children time to write the number in the box Repeat the stages for the second item with apples (8 + = 11) Go over the answers with the class and write them on the board Answers + = 12, + = 11 Clap, stomp, tap your number (Optional activity 3)       Divide the class into three groups and assign each group a set of numbers 1–4, 5–8, and 9–12 The first group claps for four beats, saying one, two, three, four The second group stomps their feet, saying five, six, seven, eight The third group taps their desks, saying nine, ten, eleven, and twelve Continue playing, having the groups switch parts For an added challenge, have the whole group all the numbers and actions together, i.e., clap 1–4, stomp 5–8, and tap 9–12 © Oxford University Press 2015 10 Family and Friends Special Edition Grade – Unit 5: He’s happy! Consolidation Let’s Practice!    Ask students to look at the picture and speech bubble Say Eleven Ask What is the boy holding? (Eleven mangos) Have a student read the number Have students work in pairs and take turns saying the number Tell them to use other numbers they know Worksheet 2: Add it up!       Give each pair of children a copy of Worksheet and tell them they are going to count and add more numbers Tell them to count the number of items on each side of the plus sign (+), e.g., count the puppets in the first line (4), and then count the robots (3) Children write the numbers under the pictures Then show children that they can add the two numbers together Explain that the total number (7) follows the equal sign (=) Children count and add in pairs When they have finished, they can color the items on the worksheet Monitor and help as needed Check answers as a class Exercises: Workbook p 39 Story time: A reader of your choice © Oxford University Press 2015 11 Family and Friends Special Edition Grade – Unit 5: He’s happy! Worksheet 2: Add it up! Count and add + = = = = = = + + + + + © Oxford University Press 2015 + = 12 Family and Friends Special Edition Grade – Unit 5: He’s happy! Lesson Five Sounds and letters Objectives   To recognize the uppercase and lowercase forms of the letters n and o and associate them with the sounds /n/ and /ɑː/ To pronounce the sounds /n/ and /ɑː/ Language    Language focus: listening, reading Vocabulary: nose, neck, orange, octopus Extra vocabulary: Nellie, Ollie, and, my Resources and materials       Student Book p 40 Workbook p 40 Audio Tracks 67–68 Phonics cards 27–30 and 1–26 (optional) Phonics sound cards (Before class, make a set of phonics sound cards with just the letters for Aa – Mm, optional) Stickers Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer  Play a clapping game to review numbers to 12 Clap different numbers in turn for the children to count and call out Lead-in     Draw dotted outlines of the uppercase N and lowercase n on the board Facing the board, draw the letters in the air for children to copy Then connect the dotted lines on the board and complete N and n Repeat the procedure for O and o Draw more dotted outlines of N, n, O, and o on the board and ask children to come to the board and connect the dots Presentation Listen, trace, and point Repeat (Exercise 1)       Say Open your books and model the action for children to copy Play the first part of the recording (Track 67, Listen, trace, and point) for children to listen to the letter sound /n/ Point to N and n Trace the letters with your finger Children trace the letters with their fingers in their books Then listen and point to the words neck and nose Repeat the process with the sound /ɑː/, the letter Oo, and the words orange and octopus Play the second part of the recording (Track 67, Listen and repeat) and have children repeat in chorus Transcript (Track 67) Listen, trace, and point /n/ /n/ nose /n/ neck /ɑː//ɑː/ orange /ɑː/ octopus Listen and repeat © Oxford University Press 2015 13 Family and Friends Special Edition Grade – Unit 5: He’s happy! /n/ /n/ nose /n/ neck /ɑː//ɑː/ orange /ɑː/ octopus Listen and chant (Exercise 2)      Hold up your book Point to the girl in the phonics picture for /n/ neck and say Nellie Point to the picture of the boy in Exercise and say Ollie Children repeat in chorus Play the recording (Track 68) for children to listen to the chant Play the chant again Hold up Phonics cards 27–30 when you hear the words Play the chant again, pausing after each line for children to repeat Play once more all the way through for children to repeat as they listen Transcript (Track 68) Listen and chant I’m Nellie /n/, /n/, /n/ This is my nose /n/, /n/, /n/ I’m Nellie /n/, /n/, /n/ This is my neck /n/, /n/, /n/ I’m Ollie /ɑː/, /ɑː/, /ɑː/ This is my orange /ɑː/, /ɑː/, /ɑː/ I’m Ollie /ɑː/, /ɑː/, /ɑː/ This is my octopus /ɑː/, /ɑː/, /ɑː/ Mime it! (Optional activity 1)   Demonstrate actions for these words: nose (point to your nose), neck (point to your neck), orange (draw an o in the air with your finger), octopus (wave your arms and legs around) Play the chant again (Track 68) Children the actions as they say the chant Development Stick and say (Exercise 3)      Hold up your book and point to the picture of the boy with the octopus Say Let’s stick the stickers Hold up the o sticker Say the sound /ɑː/, Put it on the letter o under the picture of the boy with the octopus Say /ɑː/, – octopus Children copy and repeat in chorus Children put the m and n stickers on the correct letter under each picture Monitor and help as needed Answers o, n, m Stand up and say (Optional activity 2)   Give a Phonics sounds card (1–15) to different children around the class Put one of the Phonics word cards (1–30) on the board and say the word © Oxford University Press 2015 14 Family and Friends Special Edition Grade – Unit 5: He’s happy!  The child with the matching sound card stands up, holds up the card, and says the sound Consolidation Circle the letters Nn and Oo (Exercise 4)       Hold up phonics cards n and o and say the letter sounds /n/ and /o/ for children to repeat Point to the example and say Circle the letter n Trace the circle with your finger as you say the word circle Children find other examples of the letter n and draw circles Point to the letter O in Ollie Say Circle the letter O Trace a circle again as you say the word circle Explain that we use capital letters for names and point to Nellie and Ollie Children find other examples of the letter o and draw circles Monitor and help as needed Answers Nn: N in Nellie, n in nose, n in neck Oo: o in nose, O in Ollie, o in octopus (2 times) Exercises: Workbook p 40 Story time: A reader of your choice © Oxford University Press 2015 15 Family and Friends Special Edition Grade – Unit 5: He’s happy! Lesson Six Story Objectives    To recognize and identify words To develop listening skills by listening to a short story To review and consolidate language introduced in the unit Language    Language focus: integrated skills Vocabulary: review Extra vocabulary: Look! Poor Billy Come here! Resources and materials       Student book p 41 Workbook p 41 Audio Track 62, 69 Flashcards 27–32 Phonics cards 27–30 Blank paper and crayons for each child (optional) Introduction Weather report: Ask the class about today’s weather Song: Play the song from Lesson (Track 62) to review the vocabulary for this lesson Warmer: What’s missing?     Put Phonics cards 27–30 on the board Make sure Flashcard 30 is facing the wrong way Point to each one, one at a time and say the words: nose, neck, orange, octopus Point to the last flashcard and encourage the children to shout out the word (octopus) Shuffle the cards and repeat This time with two cards facing the wrong way Continue in this way until all the cards are facing the wrong way and you can elicit all the words from memory Lead-in    Give Flashcards 27–32 to six children Say one of the words The child with the card stands up and shows the card to the class Choose another child to say (He’s) happy The class repeats in chorus Repeat with all the words Presentation Listen to the story (Exercise 1)   Say Open your books Play the recording (Track 69) Pause after each frame for children to listen and point to the pictures Play the recording again This time pause after each line for children to listen and point to the characters as they hear the words Transcript (Track 69) Listen Frame Billy: Look! Tim: She’s happy, Billy Billy: Happy Happy I’m happy Rosy: Good Frame Billy: Look! Mom: Ahh He’s sad Billy: Sad Sad I’m sad © Oxford University Press 2015 16 Family and Friends Special Edition Grade – Unit 5: He’s happy! Rosy: Poor Billy Frame Billy: Look Rosy: She’s hungry Billy: Hungry Hungry Frame Billy: I’m hungry Mom: No, Billy Come here! Tim: Sorry Development Read and say (Exercise 2)        Write She’s… on the board Place the happy flashcard next to the word She’s Point to each word and read slowly to elicit the complete sentence She’s happy Put Flashcards 27–32 on the board Say Point to “happy.” When children point to the correct word, replace the flashcard with the written words to form the complete sentence Read the sentence with the class Continue in this way until you have practiced all the feelings words Point to the sentences in each frame of the story in the Student Book and read them with the class Ask one or two individual children to read a sentence to the class Say six sentences (Optional activity 1)    Give the Flashcards 27–32 to six children Ask a child to come to the front of the class When he or she holds up the flashcard, encourage the class to say He’s/She’s (happy) Ask another child to come to the front and stand next to the first child and the same Encourage the class to say both sentence He’s (happy) She’s (cold) Continue until all six children have come to the front of the class and the class is saying a total of six sentences Listen again and repeat Act (Exercise 3)        Play the recording (Track 69) once all the way through Play the recording again, pausing after each line for children to listen and repeat Divide the class into groups of four to play the parts of Rosy, Tim, Billy, and Mom If the class doesn’t divide exactly, some children can play more than one character Choose and demonstrate some actions for the story (See below for suggestions.) Play the recording again for children to mime the actions Children practice acting out the story Monitor and help where necessary If you wish, ask one or two groups to come to the front of the class to act out the story Story actions Picture 1: Mom and Billy are holding hands Billy is waving Rosy and Tim are smiling Picture 2: Billy is rubbing his eyes because he’s pretending to cry Mom is looking at Billy as if she’s worried Tim and Rosy are looking at Billy smiling Picture 3: Mom and Billy are holding hands Billy is waving Rosy is gesturing toward Billy Picture 4: Tim apologizes by shrugging his shoulders and lifting his arms Mom bends down to Billy Billy has both hands outstretched reaching for a cookie Rosy is watching Billy and looks surprised Consolidation Draw (Optional activity 2)    Hand out blank paper, one to each child, and crayons Children draw something that makes them feel happy, sad, hungry, thirsty, cold, or hot Have children share their pictures in groups or with the class Sing (Optional activity 3)   Play the Goodbye song (Track 02) Children mime the actions as they sing © Oxford University Press 2015 17 Family and Friends Special Edition Grade – Unit 5: He’s happy! Exercises: Workbook p 41 Story time: A reader of your choice © Oxford University Press 2015 18